Hi Guys
Not sure if this is useful or wasting your time, HOWEVER, thought I would share with you what I am providing the parents of my Year 9 Mathematics class during Parent Teacher Interview. I am trying to very quickly establish an understanding from them the different way in which I approach my Mathematics teaching – which can be difficult for students (but more importantly, parents) to come to grips with.
Anyway, thought I would share that two page document below.
Would be interested in your thoughts – does it achieve what I am trying to do?
Cheers
Ed
Year 9 Mathematics – Learning to Learn philosophy
- Head to the website: http://www.buildinglearningpower.co.uk/
- Head to Professor Guy Claxton (Author of Building Learning Power): http://www.guyclaxton.com/blp.htm
- The world is changing at an incredible rate: http://www.youtube.com/watch?v=emx92kBKads
- With this in mind, traditional teacher holder of all knowledge; student sits; teacher speaks and directs is gone
- All students learn at different rates and commence their learning from different points
- Consequently, all students do not need the same amount of explanation with new learning
- Students cannot be treated the same – nor do they expect to be treated the same à individual learning and teaching is the key element of this style of teaching.
- 3 groups of learning
o BLUE
o GREEN
o RED
Students have different learning to get them to different points
All learning is matched to the Australian Curriculum which can be viewed at: http://www.australiancurriculum.edu.au/Mathematics/Rationale
Students lead their own learning with some direction
Students are strongly encouraged to utilize different methods of solving problems other than direct access to the teacher in the first instance.
Learning form previous years is solidified via Homework Sheets (Term 1) and Football Directed Investigation (Terms 2 & 3).
Predominant assessment items include:
- Tests
- Directed Investigations
These are assessed using the attached rubric on other side of this document.
PERFORMANCE STANDARDS FOR YEAR 9 MATHEMATICS
|
Maths Knowledge/Skills and their Application |
Modelling learnt skills and Problem-solving |
Communication of Mathematical Information |
|
| A | Comprehensive knowledge and understanding of concepts.
Appropriate selection and use of maths formulae and techniques (implemented electronically where appropriate) to find solutions to complex questions. Highly effective and accurate application of knowledge and skills to answer questions from the applied setting. |
Effective application of mathematical models.
Complete, concise, and accurate solutions to maths problems set in applied settings. Concise interpretation of the results in the context of the problem. In-depth understanding of the reasonableness and possible limitations of the interpreted results, and acknowledging the assumptions made. Constructive and productive contribution to group work. |
Highly effective communication of mathematical ideas/reasoning to develop logical arguments.
Skilled and accurate use of maths terms, representations, and terminology. |
| B | Some depth of knowledge and understanding of concepts.
Use of maths formulae and techniques (implemented electronically where appropriate) to find some correct solutions to complex questions. Accurate application of knowledge and skills to answer questions from the applied setting. |
Attempted and appropriate application of mathematical models.
Mostly accurate and complete solutions to maths problems set in applied settings. Complete interpretation of the results in the context of the problem. Some depth of understanding of the reasonableness and possible limitations of the interpreted results, and acknowledging the assumptions made. Productive contribution to group work. |
Effective communication of mathematical ideas/reasoning to develop mostly logical arguments.
Mostly accurate use of appropriate maths terms, representations, and terminology. |
| C | Generally competent knowledge of knowledge and understanding of concepts.
Use of maths formulae and techniques (implemented electronically where appropriate) to find mostly correct solutions to routine questions. Generally accurate application of knowledge and skills to answer questions set in applied settings. |
Appropriate application of mathematical models.
Some accurate and generally complete solutions to problems set in applied settings. Generally appropriate interpretation of the results in the context of the problem. Some understanding of the reasonableness and possible limitations of the interpreted results, and some acknowledgement of assumptions made. Some productive contribution to group work. |
Appropriate communication of mathematical ideas/reasoning to develop some logical arguments.
Use of generally appropriate maths terms, representations, and terminology, with some inaccuracies. |
| D | Basic knowledge of knowledge and some understanding of concepts.
Some use of maths formulae and techniques (implemented electronically where appropriate) to find some correct solutions to routine questions. Sometimes accurate application of knowledge and skills to answer questions set in applied settings. |
Application of a mathematical model, with partial effectiveness.
Partly accurate and generally incomplete solutions to problems set in applied settings. Attempted interpretation of the mathematical results in the context of the problem. Some awareness of the reasonableness and possible limitations of the interpreted results. Superficial contribution to group work. |
Some appropriate communication of mathematical ideas and reasoning.
Some attempt to use appropriate maths terms, representations, and terminology, with occasional accuracy. |
| E | Limited knowledge of content.
Attempted use of maths formulae and techniques (implemented electronically where appropriate) to find limited correct solutions to routine questions. Attempted application of knowledge and skills to answer questions set in applied settings, with limited effectiveness. |
Attempted application of a basic mathematical model.
Limited accuracy in solutions to one or more problems set in applied contexts. Limited attempt at interpretation of the results in the context of the problem. Limited awareness of the reasonableness and possible limitations of the results. Attempted contribution to group work. |
Attempted communication of emerging mathematical ideas and reasoning.
Limited attempt to use appropriate maths terms, representations, or terminology, and with limited accuracy. |
A great example of parent communication Ed. I think (hope) parents will appreciate the effort you have gone to. The time and effort you have put into developing a maths program (over a number of years) that personalises/differentiates the learning is a credit to you. It would be interesting to use SurveyMonkey or Zoomerang to see how the students feel about the process you use with them.
Looks great Ed.
I have always liked the format you use when approaching your Year 9 Maths. I agree with your comments about different learning rates eand the amount of explanation needed. I have trialled it a bit with my class this year on a modified level but maturity of learning and their dependence has been hard to get past. I REALLY like the table of A to E that you have posted. Clear and easy to follow. As always mate keep up the good work. Both students and parents should get a lot from this and it is worth the effort.
PS. Have had trouble seeing rest of table. Just see first 2 and a half columns??? How to scroll across.